Beyond Words (Journal)
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169 research outputs found
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Book Review: AI Literacy in K-16 Classrooms
Full text linkThis book review assesses AI literacy in K–16 classrooms by Ng et al., emphasizing the book’s contribution to current discussions regarding AI integration in education and its conceptualization of AI literacy as a crucial 21st-century skill. The review highlights the book’s strength in providing a developmental K–16 framework that emphasizes critical literacy, ethical awareness, and professional autonomy while placing teachers at the center of AI-supported pedagogy. Additionally, it places the text within more general scholarly discussions about global perspectives on educational technology, translingual pedagogies, and teacher-centered AI integration. However, the review also points out the book’s shortcomings, such as its mostly conceptual approach, its scant attention to sociocultural and ethical issues, and its lack of focus on the structural obstacles that prevent AI adoption in educational institutions. Overall, the review makes the case that AI Literacy in K–16 Classrooms is a useful and timely place for educators’ curriculum, designers, and legislators to start. It also calls for more thorough ethical and contextual analyses as well as future empirical research to further AI literacy initiatives in a variety of educational contexts
Perception and Challenge for Integrating ICT in English Language Teaching
Full text linkAbstractThe field of education has seen a significant change due to information and communication technology (ICT). Education ministries worldwide have already approved the integration of ICT into educational systems. Since a decade ago, English Language Teaching (ELT) has been integrated with information and communication technology (ICT) in secondary schools. Adoption of and efforts for integration ICT in ELT differ significantly from the state of an actual implementation. The study seeks to investigate the attitudes of English teachers at the secondary level regarding ICT integration in Communicative Language Teaching (CLT) as well as the variables that prevent its implementation. The article also makes an effort to look at the difficulties English instructors in secondary schools have in successfully integrating ICT into their classrooms. In an effort to assess instructors' attitudes on using ICT in ELT. The result shows teachers' attitudes towards ICT-integrated CLT 79.62%, which obtained the “high” category, and another aspect was 75.91%, which got the “high” sort in facing challenges due to the implementation of ICT. Overall, 77% of teachers achieved good scores in all aspects.
Exploring Pancasila Student Profile through "Jembatan Pensil": Discourse Analysis
No full textStudents' character education, which implements the Merdeka curriculum, can be formed by teachers in several ways, such as using the Pancasila Student Profiles (Safitri et al., 2023). In connection with this quote, the author chose the film "Jembatan Pensil" by Hasto Broto to be used as the object of this research, which has the aim of exploring the six dimensions of the Pancasila Student Profile contained in the film. The method used by researchers for this research is discourse analysis, which refers to converting spoken language into written language, transcribing data, and presenting a demonstration of the results of the data that has been analyzed. Then, the results show that this film is appropriate and suitable to be used as learning media for the audience, especially for young learners. Furthermore, it is expected that the Pancasila Student Profiles can be applied in students' everyday lives both at school and outside school. In this study, researchers conclude that the Jembatan Pensil film is a medium that can be taken into consideration as a learning medium in the form of literature as another means of implementing the Pancasila Student Profile while utilizing technological developments and becoming an increasingly varied learning strategy
A Narrative Study of Five Indonesian EFL Teachers’ Beliefs on Teaching
Full text linkTeachers’ beliefs are interesting to discuss. They are closely related to teachers’ professional growth and development. Teachers’ perspectives also affect the way teachers teach, deliver materials, and strive to make their students understand what they are conveying. This study examines five Indonesian EFL teachers’ views about teaching English. This study was guided by one central question: What are the main beliefs of five Indonesian EFL lecturers about teaching? Data was derived from five English teachers teaching at different educational levels and collected through personal interviews with the five teachers. The data collection was done in May 2023. The findings revealed that of the five English teachers, each had uniquely different viewpoints about teaching, teachers’ roles, students’ understanding, and materials. This study hopefully can provide some new insights for current and prospective English teachers about teachers’ perspectives, and thus add to the literature on this matter
Implementation of Jigsaw Technique to Improve Student Engagement in Writing Class
Full text linkThe Jigsaw technique is an interactive teaching strategy that promotes active learning and collaboration among students. It is particularly effective in fostering engagement and improving writing skills. This study explores the effectiveness of the Jigsaw technique in enhancing student engagement and improving writing skills. Grade 8 students from a junior high school in Sidoarjo, Indonesia, were purposefully chosen for a Classroom Action Research (CAR) approach. Data collection involved pre/post-surveys, observation checklists, Focus Group Discussions (FGDs), and writing samples assessed with a standardized rubric. A mixed-methods approach, combining thematic analysis and descriptive statistics, was employed. The research design consists of iterative CAR cycles, implementing the Jigsaw technique, collecting data, and reflecting/modifying instructional strategies. Initial findings indicated below-average writing performance, prompting the need for improvement. Despite challenges in the initial cycle, adjustments in Cycle 2 led to significant improvements, surpassing passing grades. The post-survey and statistical analysis demonstrated a 57% positive impact on student engagement. FGD revealed varied opinions, but students acknowledged the motivating effects of the Jigsaw technique. The findings support the Jigsaw technique's potential to improve student engagement and writing performance. Future research could involve larger and more diverse groups to gain a more comprehensive understanding. By incorporating these insights, educators can effectively implement the Jigsaw technique to create engaging learning environments that promote collaboration, communication, and writing skill development
Written Corrective Feedback (WCF) preferences in a writing class: Developing pedagogy for feedback literacy
No full textWritten corrective feedback (WCF) plays an important role in second language (L2) education. While there have been many studies on the topic, the needs to understand WCF from different contexts are still needed. In the context of Indonesia, this study focused on types of English teachers’ WCF given on students’ argumentative essays, and types of WCF Indonesian secondary school students prefer as well as the reasons behind their preferences. The data were collected from twelfth-grade students’ essays (N=80) and questionnaire (N=98). To confirm the data, interview to six students were conducted. The WCFs on the essays were analyzed using a classification checklist while the questionnaire and the interviews were analyzed to understand students’ feedback preference and the underlying reasons of their preference. Findings revealed that there were different WCF styles among the three English teachers. It was also discovered that direct WCF was the most preferable type of feedback. From the findings, there seems to be a misalignment between teachers’ practices and students’ preferences regarding indirect and metalinguistic WCF. This discrepancy calls for teachers to address feedback literacy skills
Identity Negotiation and Pragmatic Language Use: Japanese ELF Users’ Narratives in Workplace
Full text linkThis study explores how Japanese L2 users in a higher education workplace in Japan experience language use and identity negotiation in the English as a lingua franca (ELF) discourse community, specifically focusing on whether/how pragmatic norms are constructed. The narrative analysis of the participants’ stories of their interactional experiences shows that the macro- as well as the mezzo-level discourses circulating around the intercultural workplace discursively made a significant impact on their pragmatic aspect of language use. The analysis also highlights the challenges faced by the participants in navigating their identities between contradictory sociocultural norms and co-constructing ad-hoc pragmatic norms. Yet, developing intercultural awareness relevant to ELF communication could lead to a breakthrough in achieving interactional robustness. The findings suggest the need for further investigations into the holistic use of ELF in intercultural workplaces in East Asia, as well as the implementation of ELF-focused pragmatic instruction in English education in Japan
A Systematic Review of Unfolding Teacher voices on Advantages and Difficulties in Implementing Merdeka Curriculum
Full text linkThe Merdeka Curriculum, introduced to replace the 2013 Curriculum, aims to improve educational quality in Indonesia. This systematic literature review explores teachers’ perspectives on the Merdeka Curriculum, focusing on the advantages and difficulties of its implementation. The findings show that while teachers hold a generally positive view of the curriculum, recognizing its potential to enhance learning outcomes, they face significant challenges in areas such as planning, executing lessons, and assessments. Teacher readiness is often deemed only sufficient, highlighting the need for further training to improve understanding and implementation skills. Despite these obstacles, the curriculum offers benefits, particularly in fostering student-centered learning and providing teachers with greater autonomy in designing educational activities. The study concludes that while the Merdeka Curriculum holds promise, its successful implementation requires addressing teacher preparedness and resource gaps
Describing The Relationship Between Text Habits And Spelling Competency Among Bsed English Students
Full text linkThis research determined the relationship between texting habits and spelling competency among second-year BSEd English major students. The study employed a quantitative research design to gather data. The researchers created a questionnaire specifically related to texting habits and an adapted Civil Service questionnaire to measure spelling competency. Results showed that students exhibited a high frequency of texting, but displayed below-average spelling competencies. For future research, it is recommended to use a combined quantitative and qualitative design to gain deeper insights into students' opinions, attitudes, and practices regarding texting and spelling. Additionally, future studies should consider including participants from various other courses, not just English majors, to broaden the scope of the research
Learning loss in English among the 9th Graders during the Emergency Remote Teaching
Full text linkThis cross-sectional study aims to investigate a possible learning loss among 9th grade students in the English language learning by comparing pre-pandemic and during pandemic samples and to discover its correlation with a-year implementation of emergency remote teaching/learning. During the Covid-19 pandemic, school closures have restricted regular learning activities and changed into learning from individual homes revealing a learning disparity. Limited access to digital infrastructure and parents’ inexperience in supporting children’s learning particularly in the lower socio-economic class hamper the students’ academic achievement. There have been concerns about possible learning loss. Therefore, it is urgent to investigate the possible learning loss among 9 graders in the English classrooms during the emergency remote teaching. A quantitative study with a survey research design was applied. The data were obtained by implementing the 2019 English National Examination and a questionnaire. Eighty-one 9th grade students of a state school and seventeen of a private school in Indonesia participated in this study. The data were analyzed using SPSS to reveal the comparison and correlation. The findings reveal a significant decrease in the obtained exam scores of the current subjects indicating a learning loss in the state and private school. It shows a correlation between students’ autonomous learning and learning barriers with learning los